Araştırma Makalesi
BibTex RIS Kaynak Göster

Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts

Yıl 2024, Cilt: 14 Sayı: 2, 612 - 629, 30.07.2024
https://doi.org/10.18039/ajesi.1366618

Öz

This study explored tertiary-level L2 learners’ familiarization with genre-specific conventions in English writing skills. Employing a qualitative research paradigm, data were gathered via semi-structured interviews with 26 L2 learners. An inductive content analysis was conducted to elicit recurring codes and themes. The learners expressed strengths encompassing the recognition of genre-specific features, awareness of linguistic and organizational conventions in genre writing, and formality level. They highlighted the challenges in their orientation to genre identification, text organization, and genre-specific language choices. The learners established connections between these challenges and limited prior writing experience in L1 and L2 and their subsequent reliance on L2 formal knowledge. Further sources of challenges were linked to affective factors, language proficiency, genre convention mastery, and topic familiarity. They reported feeling anxious due to unfamiliarity with genre features, lack of interest in a given topic, inadequate pre-writing, and planning stage, the demanding nature of the process-genre writing instruction, and instructors’ expectations. They proposed suggestions regarding the mastery of lexical and grammatical knowledge, the provision of effective feedback from instructors to improve textual organization, and genre-specific language conventions. Accordingly, instructional implications for the cultivation of genre knowledge and awareness of tertiary-level writing skills are presented.

Kaynakça

  • Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Parlor Press.
  • Bawarshi, A. S. (2016). Beyond the genre fixation: A translingual perspective on genre. College English, 78(3), 243-49.
  • Belcher, D. (2012). Considering what we know and need to know about second language writing. Applied Linguistics Review, 3(1), 131-150. https://doi.org/10.1515/applirev-2012-0006
  • Benzie, H. J., & Harper, R. (2020). Developing student writing in higher education: Digital third-party products in distributed learning environments. Teaching in Higher Education, 25(5), 633-647. https://doi.org/10.1080/13562517.2019.1590327
  • Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT Journal, 69(1), 58-70. https://doi.org/10.1093/elt/ccu036
  • Bozkır, C. (2009). The effects of feedback type and essay type on English language writing development [MA Thesis, Marmara University]. Available from YOK Thesis Database. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Carlino, P. (2010). Reading and writing in the social sciences in Argentine universities. In C. Bazerman, R. Krut, K. Lunsford, S. McCleod, S. Null, P. Rogers, A. Stansell (Eds.), Traditions of Writing Research (pp. 283-296). Routledge / Taylor & Francis.
  • Cheng, A. (2018). Genre and graduate-level research writing. University of Michigan Press.
  • Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64, 26-36. https://doi.org/10.1016/j.esp.2021.07.001
  • Devitt, A., Reiff, M. J., & Bawarshi, A. (2004). Scenes of writing: Strategies for composing with genres. Longman.
  • Evans, S., & Morrison, B. (2018). Adjusting to higher education in Hong Kong: The influence of school medium of instruction. International Journal of Bilingual Education and Bilingualism, 21(8), 1016-1029. https://doi.org/10.1080/13670050.2016.1228600
  • Gentil, G. (2011). A biliteracy agenda for genre research. Journal of Second Language Writing, 20(1), 6-23. https://doi.org/10.1016/j.jslw.2010.12.006
  • Hinkel, E. (2011). What research on second language writing tells us and what it doesn’t. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 523–538). Routledge. https://doi.org/10.4324/9780203836507.ch32
  • Huang, L. S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students' and instructors’ perspectives. Language Teaching Research, 14(4), 517-539. https://doi.org/10.1177/1362168810375372
  • Huang, Y., & Jun Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223
  • Hyland, K. (2004). Genre and second language writing. University of Michigan Press
  • Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240-253. https://doi.org/10.1016/j.jslw.2013.03.003
  • Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. https://doi.org/10.2307/3587930
  • Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237-252. https://doi.org/10.1017/S0261444807004892
  • Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56-68. https://doi.org/10.1016/j.jslw.2010.12.003
  • Johns, A. M. (2017). Augmenting argumentation in second language writing. Journal of Second Language Writing, 100(36), 79-80. http://dx.doi.org/10.1016%2Fj.jslw.2017.05.005.
  • Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21(3), 264-282. https://doi.org/10.1016/j.jslw.2012.05.011
  • Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15(4), 261-278. http://dx.doi.org/10.1016/j.jslw.2006.09.006
  • Kibler, A. (2017). Pursuing SL argumentative writing scholarship as a synergistic endeavor. Journal of Second Language Writing, 100(36), 75-76. http://doi.org/http://dx.doi.org/10.1016%2Fj.jslw.2017.05.003
  • Kim, M., & Belcher, D. D. (2018). Building genre knowledge in second language writers during study abroad in higher education. Journal of English for Academic Purposes, 35, 56-69. https://doi.org/10.1016/j.jeap.2018.06.006
  • Lam, R. (2015). Understanding EFL students' development of self‐regulated learning in a process‐oriented writing course. TESOL Journal, 6(3), 527-553. https://doi.org/10.1002/tesj.179
  • Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. Routledge.
  • Light, R. J. (2004). Making the most of college: Students speak their minds. Harvard University Press.
  • Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL learners' writing skill regarding their social class status. International Journal of Language and Linguistics, 1(1), 60-67. https://doi.org/10.11648/j.ijll.s.20130101.20
  • Mayring, P. (2019). Qualitative content analysis: Demarcation, varieties, developments. Forum for Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3343.
  • Nazari, M., & Oghyanous, P. A. (2023). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching, 17(2), 265-277, https://doi.org/10.1080/17501229.2021.2025380
  • Odlin, T. (2003). Cross-linguistic influence. In C. J. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 436-486). Blackwell.
  • Paltridge, B. (2013). Genre and English for specific purposes. In B. Paltridge, S. Starfield (Eds.), Handbook of English for specific purposes, (pp. 347-366). Wiley.
  • Piniel, K., & Csizér, K. (2015). Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. In Z. Dornyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 164-189). Multilingual Matters.
  • Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal, 61(2), 100-106. https://doi.org/10.1093/elt/ccm002
  • Salem, M. S. A. S. (2007). The effect of journal writing on written performance, writing apprehension, and attitudes of Egyptian English majors. [Doctoral dissertation, the Pennsylvania State University]. Available from ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/effect-journal-writing-on-written-performance/docview/304836001/se-2
  • Schellekens, P. (2007). The Oxford ESOL handbook. Oxford University Press.
  • Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31-79. http://dx.doi.org/10.1111/j.1467-9922.2010.00590.x
  • Sengupta, S. (1999). Rhetorical consciousness raising in the L2 reading classroom. Journal of Second Language Writing, 8, 291-319. https://doi.org/10.1016/S1060-3743(99)80118-0
  • Sheldon, E. (2011). Rhetorical differences in RA introductions written by English L2 and L1 and Castilian Spanish L1 writers. Journal of English for Academic Purposes, 10(4), 238-251. https://doi.org/10.1016/j.jeap.2011.08.004
  • Silverman, D. (2018). Doing qualitative research: A practical handbook. SAGE Publications.
  • Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
  • Tardy, C. (2009). Building genre knowledge. Parlor Press.
  • Tardy, C. M., Buck, R. H., Jacobson, B., LaMance, R., Pawlowski, M., Slinkard, J. R., & Vogel, S. M. (2022). “It's complicated and nuanced”: Teaching genre awareness in English for general academic purposes. Journal of English for Academic Purposes, 57, 101117. https://doi.org/10.1016/j.jeap.2022.101117
  • Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287-321. https://doi.org/10.1177/0741088320916554
  • Wang, Y., & Xie, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing, 53, 100641. https://doi.org/10.1016/j.asw.2022.100641
  • Wei, X., Zhang, L. J., & Zhang, W. (2020). Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes, 47, 100907. https://doi.org/10.1016/j.jeap.2020.100907
  • Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111-133. https://doi.org/10.1016/j.jslw.2011.03.001
  • Ye, W. (2017). Overview of academic writing in China. NYS TESOL Journal, 4(1), 66-73.
  • Zhai, X., & Razali, A. B. (2023). Triple method approach to development of a genre-based approach to teaching ESL/EFL writing: A systematic literature review by bibliometric, content, and scientometric analyses. SAGE Open, 13(1), https://doi.org/10.1177/21582440221147255
  • Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446-447. http://dx.doi.org/10.1016/j.jslw.2013.08.010

Üniversite Öğrencilerinin İngilizce Metin Türü Farkındalığına İlişkin Yönelimlerinin İncelenmesi

Yıl 2024, Cilt: 14 Sayı: 2, 612 - 629, 30.07.2024
https://doi.org/10.18039/ajesi.1366618

Öz

Bu çalışma, üniversite öğrencilerinin İngilizce yazma becerilerinde metin türü bilgisi ve özelliklerine ilişkin yönelimlerini incelemeyi amaçlamaktadır. Nitel araştırma paradigması kullanılan bu araştırmada veriler 26 üniversite öğrencisinden yarı yapılandırılmış gürüşmeler aracılığıyla toplanmıştır. Verilerde tekrar eden kodları ve temaları ortaya çıkarmak amacıyla araştırmacılar tarafından tümevarımsal içerik analizi yapılmıştır. Bu analiz sonucunda öğrencilerin metin türüne özgü özelliklerin tanınması, tür yazımındaki dilsel ve yapısal örüntülere ilişkin farkındalıklarını ve bu düzlemdeki bilgi düzeylerini içeren güçlü yönleri ön plana çıkardıkları bulgulanmıştır. Metin türlerini ayırt etme, metin türünü ayırt eden yapısal ve dilsel özelliklerin edinilmesine yönelik zorlukları vurgulayarak bu güçlükleri anadilde yazma deneyimlerinin sınırlı olmasına bağlamışlardır. Duyuşsal faktörler, İngilizce dil yeterliliği, metin türü bilgisi ve metnin konusuda dair sınırlı bilgilerinin olması deneyimledikleri zorlukların kaynağı olarak ön plana çıkmıştır. Öğrenciler, metin özelliklerine yatkın olmama, belirli bir konuya ilgi duymama, yazma öncesi ve planlama aşamalarının üzerinde yeterince durulmaması, yazma becerileri derslerindeki beklentiler, süreç odaklı metin türü yazma öğretiminin zorlu doğası nedeniyle kaygılı olduklarını belirtmişlerdir. Ayrıca öğrenciler, dilbilgisi ve sözcük bilgisine yeterince hakim olma, metnin yapısal özelliklerini geliştirmek için etkili geri bildirim alma konusunda önerilerde bulunmuşlardır. Bu sonuçlar doğrultusunda üniversite düzeyinde yazma becerilerinin öğretimi ve öğrenimine yönelik önerilerde bulunulmuştur.

Kaynakça

  • Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Parlor Press.
  • Bawarshi, A. S. (2016). Beyond the genre fixation: A translingual perspective on genre. College English, 78(3), 243-49.
  • Belcher, D. (2012). Considering what we know and need to know about second language writing. Applied Linguistics Review, 3(1), 131-150. https://doi.org/10.1515/applirev-2012-0006
  • Benzie, H. J., & Harper, R. (2020). Developing student writing in higher education: Digital third-party products in distributed learning environments. Teaching in Higher Education, 25(5), 633-647. https://doi.org/10.1080/13562517.2019.1590327
  • Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT Journal, 69(1), 58-70. https://doi.org/10.1093/elt/ccu036
  • Bozkır, C. (2009). The effects of feedback type and essay type on English language writing development [MA Thesis, Marmara University]. Available from YOK Thesis Database. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Carlino, P. (2010). Reading and writing in the social sciences in Argentine universities. In C. Bazerman, R. Krut, K. Lunsford, S. McCleod, S. Null, P. Rogers, A. Stansell (Eds.), Traditions of Writing Research (pp. 283-296). Routledge / Taylor & Francis.
  • Cheng, A. (2018). Genre and graduate-level research writing. University of Michigan Press.
  • Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64, 26-36. https://doi.org/10.1016/j.esp.2021.07.001
  • Devitt, A., Reiff, M. J., & Bawarshi, A. (2004). Scenes of writing: Strategies for composing with genres. Longman.
  • Evans, S., & Morrison, B. (2018). Adjusting to higher education in Hong Kong: The influence of school medium of instruction. International Journal of Bilingual Education and Bilingualism, 21(8), 1016-1029. https://doi.org/10.1080/13670050.2016.1228600
  • Gentil, G. (2011). A biliteracy agenda for genre research. Journal of Second Language Writing, 20(1), 6-23. https://doi.org/10.1016/j.jslw.2010.12.006
  • Hinkel, E. (2011). What research on second language writing tells us and what it doesn’t. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 523–538). Routledge. https://doi.org/10.4324/9780203836507.ch32
  • Huang, L. S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students' and instructors’ perspectives. Language Teaching Research, 14(4), 517-539. https://doi.org/10.1177/1362168810375372
  • Huang, Y., & Jun Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223
  • Hyland, K. (2004). Genre and second language writing. University of Michigan Press
  • Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240-253. https://doi.org/10.1016/j.jslw.2013.03.003
  • Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. https://doi.org/10.2307/3587930
  • Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237-252. https://doi.org/10.1017/S0261444807004892
  • Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56-68. https://doi.org/10.1016/j.jslw.2010.12.003
  • Johns, A. M. (2017). Augmenting argumentation in second language writing. Journal of Second Language Writing, 100(36), 79-80. http://dx.doi.org/10.1016%2Fj.jslw.2017.05.005.
  • Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21(3), 264-282. https://doi.org/10.1016/j.jslw.2012.05.011
  • Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15(4), 261-278. http://dx.doi.org/10.1016/j.jslw.2006.09.006
  • Kibler, A. (2017). Pursuing SL argumentative writing scholarship as a synergistic endeavor. Journal of Second Language Writing, 100(36), 75-76. http://doi.org/http://dx.doi.org/10.1016%2Fj.jslw.2017.05.003
  • Kim, M., & Belcher, D. D. (2018). Building genre knowledge in second language writers during study abroad in higher education. Journal of English for Academic Purposes, 35, 56-69. https://doi.org/10.1016/j.jeap.2018.06.006
  • Lam, R. (2015). Understanding EFL students' development of self‐regulated learning in a process‐oriented writing course. TESOL Journal, 6(3), 527-553. https://doi.org/10.1002/tesj.179
  • Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. Routledge.
  • Light, R. J. (2004). Making the most of college: Students speak their minds. Harvard University Press.
  • Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL learners' writing skill regarding their social class status. International Journal of Language and Linguistics, 1(1), 60-67. https://doi.org/10.11648/j.ijll.s.20130101.20
  • Mayring, P. (2019). Qualitative content analysis: Demarcation, varieties, developments. Forum for Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3343.
  • Nazari, M., & Oghyanous, P. A. (2023). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching, 17(2), 265-277, https://doi.org/10.1080/17501229.2021.2025380
  • Odlin, T. (2003). Cross-linguistic influence. In C. J. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 436-486). Blackwell.
  • Paltridge, B. (2013). Genre and English for specific purposes. In B. Paltridge, S. Starfield (Eds.), Handbook of English for specific purposes, (pp. 347-366). Wiley.
  • Piniel, K., & Csizér, K. (2015). Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. In Z. Dornyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 164-189). Multilingual Matters.
  • Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal, 61(2), 100-106. https://doi.org/10.1093/elt/ccm002
  • Salem, M. S. A. S. (2007). The effect of journal writing on written performance, writing apprehension, and attitudes of Egyptian English majors. [Doctoral dissertation, the Pennsylvania State University]. Available from ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/effect-journal-writing-on-written-performance/docview/304836001/se-2
  • Schellekens, P. (2007). The Oxford ESOL handbook. Oxford University Press.
  • Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31-79. http://dx.doi.org/10.1111/j.1467-9922.2010.00590.x
  • Sengupta, S. (1999). Rhetorical consciousness raising in the L2 reading classroom. Journal of Second Language Writing, 8, 291-319. https://doi.org/10.1016/S1060-3743(99)80118-0
  • Sheldon, E. (2011). Rhetorical differences in RA introductions written by English L2 and L1 and Castilian Spanish L1 writers. Journal of English for Academic Purposes, 10(4), 238-251. https://doi.org/10.1016/j.jeap.2011.08.004
  • Silverman, D. (2018). Doing qualitative research: A practical handbook. SAGE Publications.
  • Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
  • Tardy, C. (2009). Building genre knowledge. Parlor Press.
  • Tardy, C. M., Buck, R. H., Jacobson, B., LaMance, R., Pawlowski, M., Slinkard, J. R., & Vogel, S. M. (2022). “It's complicated and nuanced”: Teaching genre awareness in English for general academic purposes. Journal of English for Academic Purposes, 57, 101117. https://doi.org/10.1016/j.jeap.2022.101117
  • Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287-321. https://doi.org/10.1177/0741088320916554
  • Wang, Y., & Xie, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing, 53, 100641. https://doi.org/10.1016/j.asw.2022.100641
  • Wei, X., Zhang, L. J., & Zhang, W. (2020). Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes, 47, 100907. https://doi.org/10.1016/j.jeap.2020.100907
  • Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111-133. https://doi.org/10.1016/j.jslw.2011.03.001
  • Ye, W. (2017). Overview of academic writing in China. NYS TESOL Journal, 4(1), 66-73.
  • Zhai, X., & Razali, A. B. (2023). Triple method approach to development of a genre-based approach to teaching ESL/EFL writing: A systematic literature review by bibliometric, content, and scientometric analyses. SAGE Open, 13(1), https://doi.org/10.1177/21582440221147255
  • Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446-447. http://dx.doi.org/10.1016/j.jslw.2013.08.010
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Sibel Söğüt 0000-0002-3395-7445

İlknur Civan 0000-0002-3746-0727

Serap Atasever Belli 0000-0003-3605-4943

Yayımlanma Tarihi 30 Temmuz 2024
Gönderilme Tarihi 26 Eylül 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 14 Sayı: 2

Kaynak Göster

APA Söğüt, S., Civan, İ., & Atasever Belli, S. (2024). Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts. Anadolu Journal of Educational Sciences International, 14(2), 612-629. https://doi.org/10.18039/ajesi.1366618
AMA Söğüt S, Civan İ, Atasever Belli S. Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts. AJESI. Temmuz 2024;14(2):612-629. doi:10.18039/ajesi.1366618
Chicago Söğüt, Sibel, İlknur Civan, ve Serap Atasever Belli. “Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts”. Anadolu Journal of Educational Sciences International 14, sy. 2 (Temmuz 2024): 612-29. https://doi.org/10.18039/ajesi.1366618.
EndNote Söğüt S, Civan İ, Atasever Belli S (01 Temmuz 2024) Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts. Anadolu Journal of Educational Sciences International 14 2 612–629.
IEEE S. Söğüt, İ. Civan, ve S. Atasever Belli, “Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts”, AJESI, c. 14, sy. 2, ss. 612–629, 2024, doi: 10.18039/ajesi.1366618.
ISNAD Söğüt, Sibel vd. “Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts”. Anadolu Journal of Educational Sciences International 14/2 (Temmuz 2024), 612-629. https://doi.org/10.18039/ajesi.1366618.
JAMA Söğüt S, Civan İ, Atasever Belli S. Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts. AJESI. 2024;14:612–629.
MLA Söğüt, Sibel vd. “Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts”. Anadolu Journal of Educational Sciences International, c. 14, sy. 2, 2024, ss. 612-29, doi:10.18039/ajesi.1366618.
Vancouver Söğüt S, Civan İ, Atasever Belli S. Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts. AJESI. 2024;14(2):612-29.